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This longitudinal study evaluates the effects of iPads on learning in an ecology laboratory during 2013–2015, comparing iPad-based sections with conventional paper-manual sections. Pre- and post-quiz results show no significant differences, while a post-laboratory survey indicates generally positive student attitudes, including greater convenience and efficiency, and stronger recommendations for iPad use. Results also reveal limited agreement that iPads improve learning, participation, or comprehension, leading to recommendations for outcome- and strategy-based technology adoption.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-longitudinal-study-of-ipads-on-undergraduate-learning-in-an-ecology-laboratory/595114/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-longitudinal-study-of-ipads-on-undergraduate-learning-in-an-ecology-laboratory/595114.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What learning setting and time period does the study examine?","Question",{"text":112,"@type":113},"The study examines undergraduate learning in an ecology laboratory over 2013–2015.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were iPads compared with the conventional approach?",{"text":117,"@type":113},"Two sections were studied each year: one group used iPads and the other used conventional paper manuals, with pre-/post-quizzes and a post-laboratory survey.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings from quizzes and the survey?",{"text":121,"@type":113},"Quiz scores showed no significant differences between groups, while the survey indicated generally positive attitudes toward iPads, though students did not strongly agree that iPads encouraged learning, participation, or improved comprehension.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595114,1792171021,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","A Longitudinal Study of iPads on Undergraduate Learning in an Ecology Laboratory  \nBin Zhu* and Aime A. Levesque  \nUniversity of Hartford, Department of Biology  \n200 Bloomfield Avenue, West Hartford, CT 06117, USA  \n* Corresponding author Email: [zhu@hartford.edu](zhu@hartford.edu)  \nAbstract: Technology has long been implemented in education and iPads are increasingly used in undergraduate courses. This study was conducted to evaluate the effects of using iPads on undergraduate student learning in the ecology laboratory in 2013-2015. Two sections of the ecology laboratory were studied each year: one group used iPads and the other used conventional paper manual. Preand post-quizzes and a post-laboratory survey were conducted to assess student attitudes toward iPad use as well as learning outcomes. The pre- and post-quiz scores didn’t show significant differences between the iPad group and the conventional paper group. The survey results indicated students generally had positive attitudes towards using iPads: iPads made labs more interesting and convenient, saved time, and simplified data transfer and processing. Students who used iPads were more likely to recommend their use and embrace new technology. However, the students didn’t agree that iPad use encouraged them to learn, promoted participation, or improved knowledge comprehension. We concluded that use of new technology should depend on learning outcomes and instructional strategies, suggested openness to adopt a new technology by both teachers and students and recommended appropriate implementation and clear assessment of using technologies in undergraduate learning.  \nKeywords: educational technology, iPads, science laboratory, undergraduate education, learning assessment  \nIntroduction  \nThe seven principles of good practice in teaching have been one of the most popular guidelines for teaching and learning in higher education. The principles stipulate that good practice should encourage contact between students and faculty, develop reciprocity and cooperation among students, encourage active learning, provide prompt feedback, emphasize time on task, communicate high expectations, and respect diverse talents and ways of learning (Chickering & Gamson, 1987) . These principles have been shown to be effective in undergraduate education since they were first mentioned in publication in late 1980s (Armstrong et al., 2007; Hiltz, 1988; Johnson et al., 1991; Levesque, 2011; Ryu & Zhu, 2021; Uno et al., 2013) . For example, collaborative learning, academic learning communities, and use of technologies such as clickers in the classroom have many attributes of the seven principles such as encouraging contact between students and faculty, promoting collaboration among students, and giving prompt feedback. Armstrong et al. (2007) showed that cooperative working among students in small groups improved student outcomes (e.g., the knowledge improvement in course material) in a large biology course. A study on an academic learning community between ecology and statistics courses revealed this high-impact practice improved students’ knowledge in statistics and their understanding of ecological problems (Ryu & Zhu, 2021) . In another biology course, genetics, students were found to improve problem-solving skills by using clickers and class discussions (Levesque, 2011) . Use of technologies like clickers therefore can encourage applications of the seven principles and could promote student learning.  \nTechnology has long been implemented in education (Alavi & Leidner, 2001; Bates & Poole, 2003; Chickering & Erhmann, 1996) . Currently students live in a world filled with new and advanced technologies and they embrace the digital technologies in the digital age (Roberts, 2020) . Teachers should also embrace new technologies and utilize new methods to teach more effectively and help student learn effectively (Guenther et al., 2021; Menges, 1994) . Apple’s innovation- iPads offer an exciting","cbCairsflbQRZGh1","https://ap.wps.com/l/cbCairsflbQRZGh1","pdf",869235,"English","# Introduction\n## Educational technology and iPads in higher education\n## iPad use in laboratories and mixed findings\n# Study purpose and evaluation design","[{\"question\":\"What learning setting and time period does the study examine?\",\"answer\":\"The study examines undergraduate learning in an ecology laboratory over 2013–2015.\"},{\"question\":\"How were iPads compared with the conventional approach?\",\"answer\":\"Two sections were studied each year: one group used iPads and the other used conventional paper manuals, with pre-/post-quizzes and a post-laboratory survey.\"},{\"question\":\"What were the main findings from quizzes and the survey?\",\"answer\":\"Quiz scores showed no significant differences between groups, while the survey indicated generally positive attitudes toward iPads, though students did not strongly agree that iPads encouraged learning, participation, or improved comprehension.\"}]","A Longitudinal Study of iPads on Undergraduate Learning in an Ecology Laboratory | PDF",1792080468]